Career Development and Lifestyle Planning · Web viewYou will be assigned a team. Your team will be on deck for a given week. Each member will be asked to prepare a short, three-

Business Communication2 credits

120.601.xxClass Day/Time & Start/End date

SemesterClass Location

InstructorFull Name

Contact InformationPhone Number: (###) ###-####E-mail Address:

Office HoursDay/s Times

Required Texts:

Browne, M. N. & Keeley, S. M. (2014). Asking the right questions: A guide to critical thinking, 11th Edition. Englewood Cliffs, NJ: Pearson/ Prentice Hall.

Munter, M. (2013). Guide to managerial communication, 10th Edition. Upper Saddle River, NJ: Pearson/ Prentice Hall.

Articles and Chapters available through Blackboard:

Munter, Mary (1993, May-June). Cross-cultural communication for managers. Business Horizons.

O’Rourke, James (2012). Management communication: A case-analysis approach, 5th Edition. Upper Saddle River, NJ: Prentice Hall. Chapters 1, 2, and 6.

Ritter, Brad, and Ritter, Janet (2006, December). Crisis communication: Taking center stage with confidence. Government Finance Review.

Schein, Edgar H. (1990, Feb.). Organizational culture. American Psychologist, Vol. 45, No. 2, pp. 109-119.

Tannen, Deborah (1990/2001). You just don’t understand: Women and men inconversation. New York, NY: Oxford University Press. Chapter 1.

Trompenaars, Fons, & Hampden-Turner, C. (1998). Riding the Waves of Culture,2nd Edition. New York: McGraw-Hill. Chapters 1-5 & pay-for-performance case.

Weiner, David (2006, March/April). Crisis communications: Managing corporate reputation in the court of public opinion. Ivey Business Journal. (and other related articles)

Blackboard Site

120.601.xx –Business Communication – Instructor’s Name -- Page 2 of 24

A Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.

Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously because we depend on your feedback to help us improve so you and your colleagues will benefit. Information on how to complete the evaluation will be provided towards the end of the course.

Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Carey Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Rachel Hall in the Disability Services office by phone at 410-234-9243, by fax at 443-529-1552, or email: [email protected].

Important Academic Policies and Services Honor Code Statement of Diversity and Inclusion Student Success Center Inclement Weather Policy

Students are strongly encouraged to consult the Johns Hopkins Carey Business School Student Handbook and Academic Catalog and the School website http://carey.jhu.edu/students/student-resources/university-and-school-policies/ for detailed information regarding the above items.

Course DescriptionThis course refines students’ skills in written and oral communication to internal and externalaudiences. Through analysis and practice of communication strategies adopted by successful business professionals, students learn to write clearly and concisely, make compelling oral presentations,and construct effective arguments.

Prerequisite(s): none

Course OverviewEffective writing, presentation, and interpersonal communication skills are essential elements of the manager’s tool kit. This course focuses on developing these skills and on communication strategy as a decision-making process that requires consideration of a number of personal and organizational variables. It provides grounding in audience analysis, critical thinking, and organizational culture. Students explore such current topics as crisis communication, cross-cultural communication, and the use of electronic media. They then apply the principles of effective communication to such real-world tasks as writing memos and reports, giving briefings and presentations, facilitating meetings, listening, and providing feedback to their peers. A term project introduces students to research methodology in the field of business and to APA style guidelines for formatting manuscripts and documenting sources.

http://carey.jhu.edu/students/student-resources/university-and-school-policies/

http://carey.jhu.edu/students/student-resources/university-and-school-policies/

mailto:[email protected]

https://blackboard.jhu.edu/


Student Learning Objectives for This CourseAll Carey graduates are expected to demonstrate competence on four Learning Goals, opera-tionalized in eight Learning Objectives. These learning goals and objectives are supported by the courses Carey offers. For a complete list of Carey learning goals and objectives, please refer to the website http://carey.jhu.edu/faculty-research/learning-at-carey/learning-assessment.

While taking this course, students will demonstrate the ability to

L.O. #

Student Learning Objectives for this course

Corresponding Carey Learning Objective

1 Apply the principles of effective writing (clarity, brevity, variety; unity, coherence, development; etc. See rubric, pp. 9 & 10)

4.1

2 Apply the principles of effective speaking, both verbal and non-verbal, in formal and interpersonal contexts (see pp. 11 & 12).

4.2

3 Develop sophisticated strategies for business communications (communicator, audience, message, channel choice, and culture strategies).

1.1

4 Evaluate and use logical reasoning—and a variety of information sources (articles, interviews) and research methods— in crafting persuasive arguments, using APA guidelines for documentation (see p 13ff).

1.2

5 Communicate through a variety of genres (memo, white paper, and briefing) and media (hard copy, email, meetings, Power Point presentations) in pursuing their goals.

4.1

6 Understand and address cultural differences in pursuing organizational goals across; respect individual differences while working in teams.

2.1 & 2.2

7 Apply communication and leadership theory in solving organizational problems.

1.2

Attendance Policy Students are expected to attend all class sessions. If you must miss a class, you are nevertheless responsible for all information covered. Failure to attend two or more class sessions will likely impact your final grade; if you must miss a class, you should inform the instructor in advance. Out of respect to your classmates and instructor, you should plan to arrive on time in this course, and to be courteous and respectful in all class interactions. You should turn off cell phones and laptops in class unless they are needed for classroom activities.

AssignmentsStudents will be asked to sign a statement that each test and assignment is their own work and they have abided by the honor code.

http://carey.jhu.edu/faculty-research/learning-at-carey/learning-assessment

http://carey.jhu.edu/faculty-research/learning-at-carey/learning-assessment


Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.

Class Participation (20%): Classes are designed to be interactive; students are expected to prepare all readings and assignments and to participate actively in class discussions and exercises.

Assignment 2: Team Presentation, Crisis Communication (10%): You will be assigned a team. Your team will be on deck for a given week. Each member will be asked to prepare a short, three- to-four minute presentation on the assigned topic. Team members should be prepared to talk about course readings that pertain to the topic at hand and to do outside reading as well. The team will have a maximum of 15 minutes to present the topic, and should be prepared to answer questions and respond to comments for an additional 10 minutes. Teams should find ways to interact with the audience and to coordinate with one another. You are encouraged to incorporate role playing, exercises, discussion of a film clip or other means to engage the audience. (For assessment criteria, see the form on p. 11.)

Individual Term Project (70%): You are to come up with a proposal for how your company or organization might address a problem currently facing it. This might involve adopting a new organizational structure, policy, procedure, product line, or piece of equipment; or pursuing a new mission, market, or line of research. You should begin with the problem and be prepared to demonstrate that it exists and how and why it is a problem. If you do not currently hold—or have not recently held—a job, then identify a company or organization with which you are familiar, and address a problem it faces as if you were an employee or consultant. Whether actual or imaginary, the project should focus on a particular problem in a specific setting and will involve the following deliverables:

Assignment 1: Proposal/Memo Write a memo in which you ask authorization to research the problem referred to above. First demonstrate that there is a problem (provide evidence of its existence and its impact on the company) and then summarize how you would study—and eventually solve—the problem if authorized to proceed. Provide background; reasons for what you propose; a research plan and timeline, including an indication of how and when you will present your findings and recommendations to management; and some indication of what you will need (release time; support staff; budget; access to sensitive data; etc.). The memo should be addressed to someone in a position to act on your proposal. It should be three to four pages (750 to 1000 words) in length and should follow a template that will be provided. (15%)

Assignment 3: Literature Review Identify and read at least five credible sources that provide different perspectives on the problem/topic you are addressing. You should synthesize the sources into a coherent, unified analysis of the problem you are addressing in the term project, and take a position as to which sources would be most useful to your organization in solving the problem. Quote, summarize, and paraphrase your sources appropriately. Give at least one citation for each reference. Use APA guidelines for format, citations, and bibliography. (15%)

Assignment 4: Individual Presentation Prepare an eight-minute presentation in which you put forward your proposal and the arguments for it to an audience which you should identify


in advance (your CEO, an executive board, a meeting of employees, a public hearing, etc.). The presentation should include PowerPoint slides and/or other audio/visual aids to supplement your narrative. Prepare to respond to questions in a five-minute Q & A session following your presentation. (10%)

Assignment 5: Feedback You will be assigned two presenters for whom you are to provide feedback. Be prepared to (1) pose at least one question for each individual at the conclusion of the presentation, and (2) provide written feedback on your partners’ presentations using the form provided (see page 14). (5%)

Assignment 6: White Paper Write a report in which you put forward the results of your research and your recommendations to your company or organization. The text of the report should be no fewer than eight pages and no more than ten pages long, double spaced, in line with APA guidelines for format and documentation. It should include (1) an executive summary; (2) relevant background information; (3) a clear articulation of the problem and the people and resources it affects; (4) different perspectives related to the problem, and alternative solutions; (5) your recommendations and the reasons for them; (6) qualitative and quantitative evidence supporting your reasons and conclusions; (7) a list of references; (8) appendices and supplementary material You should apply information that you have obtained from at least 7 credible references (as well as interviews and a survey if possible). These should be properly cited in your text and included in a references list in APA style. (25%)

Assessment of student workThe following percentages apply to the assignments; please specifics on how the assessments will be done, refer to the rubrics for writing, speaking, and team presentations on pages 6-11.

Assignment Learning Outcomes WeightAttendance and participation in class discussion 2-6 20%Assignment 1: Proposal/ Memo 1, 3-5, 7 15%Assignment 2: Crisis Communication Team Pres. 2, 3, 6 10%Assignment 3: Literature Review 1, 4, 7 15%Assignment 4: Individual Presentation 2-5, 7 10%Assignment 5: Feedback 2, 5, 6 5%Assignment 6: White Paper 1, 3-7 25%

Important Notes about Grading Policy:The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School Student Handbook for grade appeal information http://carey.jhu.edu/students/student-handbook-and-academic-catalog/

Class Schedule and Assignments

August 20 The Importance of Managerial Communication Read Munter, chapter 1; O’Rourke, chapter 1; Browne, chapter 1. Discusssyllabus and course goals. Brainstorm topics for the term project.

http://carey.jhu.edu/students/student-handbook-and-academic-catalog/


Exercise: Interviewing Exercise: Grammar and usage self assessment

August 27 Strategy and Business Writing: Memos Read Munter, chapters 2-4; Browne & Keeley, chapters 2-4 Editing exercise (grammar/style)Writing workshop. Bring a hard copy of your memo to class.Assignment 1: Memo/Proposal (Final draft due August 29, 11:59 pm, via Blackboard)

September 3 Crisis Communications; Presentation SkillsRead Munter, chapter 5; O’Rourke, chapter 2 (Blackboard); Weiner (Blackboard);Ritter & Ritter (Blackboard).Assignment 2: Crisis Communication Team Presentations (in class)

September 10 Cross-Cultural Communication On Blackboard, read Schein, “Organizational Communication”; Trompenaars, chapters 1-5, and the Pay-for-Performance case; and Munter, “Cross Cultural Communication for Managers” Revisions of assignment 1 due.

September 17 Argument Structure; Evidence; APA StyleBrowne & Keeley, read chapters 8 & 9; O’Rourke, read chapter 6 (Blackboard); Tannen, read chapter 1 (Blackboard); review Hacker, Social Science Research/APA. Writing workshop: Bring a hard copy of your literature review to class.Assignment 3: Literature Review (Final draft due September 19, 11:59 p.m., via Blackboard)

September 24 Presentation Skills; Visual and Non-Verbal Communication Read Munter, chapters 6 & 7; Brown & Keeley, chapters 10 & 11.

October 1 Meetings and Listening Skills; Feedback; Surveys and Statistical AnalysisRead Browne & Keeley, chapters 11 & 12; Updates on term projects.Revisions of Assignment 3 due.

October 8 Term Projects: Final PresentationsAssignments 4 & 5: Individual Presentation and Feedback. Note: One or more additional class sessions may be added to give all students adequate time to present. You will need to attend only one presentation session.Assignment 6: White Paper (Final draft due by October 11, 11:59 p.m., Blackboard)


Academic Writing: Checklist

Writing Process

1. Are you certain you understand what is expected on the assignment? Have you asked your instructor for clarification on anything you don't understand?

2. Who is your audience? What are the purpose and scope of your essay?

3. Have you scheduled adequate time to plan, research, write, and revise your paper?

4. Did you conduct a preliminary review of what's available on your topic?

5. Have you used an outline to see logical relationships between the parts of your essay?

Topic and Thesis

1. Is your topic too narrow or too broad for the scope of the assignment?

2. Have you adequately distinguished between your topic (your general area of interest) and your thesis (your central idea and attitude about that idea)?

3. Have you expressed your thesis clearly in the introduction to your paper?

4. Is your thesis reflected in the title of your paper?

Organization

1. Does your introductory paragraph establish the significance of your topic and provide necessary background?

2. Does your introduction articulate the thesis of your paper? Suggest subtopics and the order in which they will be developed in the body of your paper? Or is there a research question that suggests the material you will cover and your approach to it?

3. Are the subtopics related logically to the thesis?

4. Are the subtopics different, yet related to each other?

5. Does your conclusion restate your thesis in a fresh way? Answer a question posed in the beginning? Suggest an appropriate action?


Paragraph Structure

1. Does each paragraph have a single central topic, stated or implied?

2. Is each paragraph well developed? (Have you provided enough reasons, examples, facts, definitions, etc., to support the topic sentence?)

3. Is each paragraph unified? (Do all sentences clearly relate to one topic?)

4. Is each paragraph coherent? (Does each sentence relate to the ones before and after it in a logical way? Are there appropriate transitions?)

Mechanics (Grammar, Punctuation, etc.)

1. Have you proofread your sentences carefully to detect and correct errors in• sentence completeness (fragments, run-ons)?• subject/verb agreement?• pronoun reference (be sure all pronouns have only one antecedent)?• modifiers (adjective/ adverb form; misplaced and dangling modifiers)?• verb tense ?• punctuation ?

2. Where appropriate, have you• eliminated unnecessary words?• varied your syntax, sentence length, and word choice?• put parallel thoughts into parallel form?• checked to see that comparisons are worded logically?• preferred active to passive verb forms?

3. Have you checked your words to be sure that they are• correctly spelled and used? Have you consulted a dictionary? Thesaurus? • appropriate? (Avoid inappropriate slang, trite expressions and clichés.)

4. Have you used the proper format? Is your paper• typed, double spaced with 1½-inch margins, in 12-point font, with page numbers and name on all pages? • in line with APA style for quotes, citations, reference list, etc.?

Information Sources

1. Have you properly attributed all quotes and paraphrases of other's work?

2. Have you checked your sources to see that they are sufficiently numerous, authoritative, various, relevant, and timely?


Assignment 1: Memo/Proposal Assurance of Learning Rubric

Assessment Criteria: The author

Not Good Enough0≤ score

<6

Good

6≤ score <9

Excellent

9≤ score ≤10

Total

Score

Content/ Assignment Parameters (score x 4)• made the purpose of the memo clear at the onset.• defined a problem and gave evidence of its existence.• set forth a strategy and timeline to research the problem.• gave reasons and evidence to support proposed research.• identified the resources and budget needed for the project.• met the required scope (not too short, not too long).

___/40

Audience (weight: score x 2)• identified a specific audience.• used language and a tone appropriate for the audience.• addressed audience concerns persuasively.• anticipated counter-arguments and objections.• provided enough context for those unfamiliar with topic.

___/20

Organization (weight: score x 2)• gave an introduction that drew the reader in (hook).• identified the memo’s purpose clearly in the introduction.• wrote in unified, coherent, and well developed paragraphs.• used headings and white space to provide high skim value.• used signposts showing logical links between sections.• wrote a conclusion that provided effective closure.

___/20

Mechanics, Format, and Document Design (score x 2)• used sophisticated, appropriate language and syntax.• kept mechanical errors to a minimum (grammar, spelling)• gave parallel ideas in parallel form (esp. bulleted lists).• developed clear, concise, and varied sentences.• followed the prescribed format for memos.• designed an attractive document with high skim value.

___/20

Total Score: ___/100Comments:


Assignment 2: Crisis Communication Team Presentation Assurance of Learning, Rubric

Assessment Criteria: The teamNot Good Enough

0≤ score <6

Good6≤ score <9

Excellent9≤score≤

10Score

1. made good use of time, presenting neither too much nor too little information

2. envisioned a specific audience and anticipated its needs

3. designed and made effective use of PowerPoint slides and/or other audio/visual media

4. coordinated well with one another, defining clear roles and distributing time evenly

5. presented a thorough analysis of the causes for, and central issues raised by, the crisis

6. identified key stakeholders— and the media and messages appropriate for each

7. applied readings on strategies for how to reduce damage to the firm’s brand

8. left time for questions and answered them well

Maximum: 80 points Team score ___/80

Individual Criteria: The individual

9. was well prepared and demonstrated thorough knowledge of the case

10. organized the material well (unified, coherent, developed)

11. related remarks clearly to those before and after his own

12. pronounced words clearly and articulately

13. used effective volume and pacing (neither too loud nor too soft, neither too fast nor too slow)

14. interacted with and effectively engaged the audience

15. used effective body language (eye contact, posture, gestures, facial expressions, dress)

16. showed leadership in coordinating with teammates and answering questions at the end.

Maximum: 80 points Individual Score ___/80

Total Score = Individual Score + Team Score / 160 ___/100Comments:

Assignment 3: Literature Review Assurance of Learning Rubric


Assessment Criteria: The authorNot Good Enough

0≤ score <6

Good6≤ score

<9

Excellent9≤ score ≤10 Score

Purpose, Problem, Argument Structure (score x 2)• identified and defined a specific business problem.• selected credible and relevant sources.• evaluated the methodology of the sources.• compared/ contrasted the sources’ strengths/weaknesses• took a position on what research and sources would best apply to the problem facing the target organization.• supported this position with reasons and evidence

___/20

Research, Documentation, & Assignment (score x4)• met scope requirement (minimum 1000 words).• followed APA guidelines for citations and references.• identified five or more sources in the reference list.• cited each reference at least once.• used summaries and quotes appropriately.• gave at least one citation for each reference.

___/40

Organization (score x 2)• provided an effective introduction identifying the paper’s purpose, structure, and research problem.• composed unified, coherent, & developed paragraphs.• used transition markers to link paragraphs and sections.• wrote an effective conclusion synthesizing key findings and applying these to the target organization.

___/20

Mechanics, Format, and Document Design (score x 2)• used sophisticated and relevant language and syntax.• composed clear, concise, and varied sentences.• wrote with a minimum of grammar and diction errors.• followed APA format guidelines.• presented graphs and tables clearly and attractively.

___/20

Maximum Points: 100 Total Score

____/100

Comments:


Assignment 4: Individual Presentation Assurance of Learning Rubric

Assessment Criteria: The speaker

Not Good Enough0≤ score

<6

Good6≤ score

<9

Excellent9≤ score ≤

10Score

Audience (score x 1)• showed a detailed awareness of primary and secondary audiences.• addressed the needs and interests of the primary audience and gave enough background for those unfamiliar with the topic.• interacted with and engaged the audience.

___/10

Problem, Purpose, and Argument (score x 3)• defined a problem and gave evidence of its existence/significance• made the purpose of the talk clear at the onset.• based recommendations on sufficient analysis and evidence.• identified information sources.• addressed counter arguments and obstacles to recommendations.

___/30

Organization (score x 2)• drew the audience in; used an effective ‘hook.’• previewed the talk’s organization in the introduction.• gave a talk that was unified, coherent and fully developed.• used effective transitions between sections.• suggested solutions and next steps in the conclusion.• Offered to take questions at the end.

___/20

Scope/ use of time (score x 1)• stayed within the allotted time limit, using time well.• chose a proper scope: neither too much nor too little information.

___/10

Use of A/V (score x 1)• supported the talk with effective and appropriate A/V.• used slides that demonstrated visual literacy and an understanding of the principles of design.

___/10

Vocal influence (score x 1)• demonstrated intonation and pronunciation that were easy to follow• spoke with volume that was neither too soft nor too loud.• spoke at an effective pace: neither too fast nor too slow.• varied volume, rhythm, and pitch for emphasis.

___/10

Non-verbal communication (score x 1)• used effective eye-contact to engage the audience.• used gestures and facial expressions conveying a positive, confident demeanor.• exhibited posture & dress appropriate for a business presentation.

___/10

Total Score ____/100

Comments:


Assignment 6: White Paper Assurance of Learning Rubric

Assessment Criteria: The authorNot Good Enough

0≤ score <6

Good6≤ score

<9

Excellent9≤ score ≤10 Score

Executive Summary (score x 1)• wrote a clear, concise executive summary (under 1 page).• provided an overview of the report’s purpose, problem being addressed, research methods, & recommendations.

___/10

Audience and Scope (score x 1)• exhibited a clear sense of primary & secondary audiences• made an effort to address their needs and interests.• provided enough background for those unfamiliar with the organization and topic.• met length requirements (not too much or too little info)

___/10

Purpose, Problem, and Argument Structure (score x 2)• defined and gave evidence of a specific problem.• made the purpose of the talk clear.• analyzed the problem’s causes thoroughly.• made feasible recommendations based on strong evidence.• addressed opposing arguments and obstacles to implementing the report’s recommendations.

___/20

Organization (score x 2)• introduced the report’s purpose & methods early on.• wrote unified, coherent, and developed paragraphs.• used transition markers to link paragraphs and sections.• gave recommendations and next steps in the conclusion.• placed the reference section before appendices.

___/20

Research and Documentation (score x 2)• documented all information sources clearly.• used credible, authoritative, and relevant sources.• followed APA style guidelines for citations & references.• used and listed at least seven sources.

___/20

Mechanics, Format, and Document Design (score x 2)• used sophisticated and appropriate language and syntax.• wrote with a minimum of grammar and usage errors.• wrote clear, concise, and varied sentences.• followed APA guidelines for format and documentation.• labeled and presented graphics clearly and attractively.• produced a well-designed document with high skim value.

___/20

Maximum Points: 100 Total Score

____/100


Comments:

Assignment 5: Feedback (Peer Evaluation Form)

Disagree Agree

The speaker

1. clearly identified & addressed an intended audience 1 2 3 4 5

2. gave an effective introduction that caught my attention 1 2 3 4 5

3. made the purpose of the talk clear in the introduction 1 2 3 4 5

4. identified and addressed a specific problem 1 2 3 4 5

5. articulated a solution based on sound evidence 1 2 3 4 5

6. clearly explained the research methods/process used 1 2 3 4 5

7. established information sources and their credibility 1 2 3 4 5

8. effectively addressed counterarguments and obstacles 1 2 3 4 5

9. organized the talk well (unity, coherence, transitions) 1 2 3 4 5

10. provided effective concluding remarks 1 2 3 4 5

11. made good use of time 1 2 3 4 5

12. made good use of A/V 1 2 3 4 5

13. engaged the audience effectively 1 2 3 4 5

14. pronounced words clearly and was easy to follow 1 2 3 4 5

15. used effective volume and pacing 1 2 3 4 5

16. used effective non-verbal communication 1 2 3 4 5


Comments:


APA Manuscript Style: Checklist*

Paper and Font

8 1/2 x 11 white paper

Font is 12 point Courier or Times Roman and the same font is used throughout the paper

Bolding and underlining are not used

Page Elements

Margins: One inch on all sides (top, bottom, left, right).

Spacing: The entire paper is double-spaced, including the title page, abstract, body, references, appendixes, footnotes, tables, and figure captions. Extra spaces are not added between paragraphs.

Page numbering begins with the title page. The short title and page number appear one inch from the right edge of the paper on the first line of every page (1/2 inch from the top margin). Figure pages that are not embedded are not numbered.

Paragraphs: Each paragraph is indented 5-7 spaces. The only exceptions are the abstract and paragraphs within block quotations. Paragraphs should be more than one sentence, but less than a page.

Bulleted items should be punctuated as part of a complete sentence. See Seriation APA 3.03, pp. 63-4.

Headings: Three levels of headings will suffice for most papers. See APA 3.02, page 62. (see next page for example)

The First Level, Centered Boldface, with Uppercase and Lowercase Typing

Second Level, Flush-Left, Boldface, Uppercase and Lowercase Heading

Third level, indented, boldface, lowercase paragraph heading ending with period.

* Please note: section and page numbers in this checklist refer to the Sixth Edition of the Publication Manual of the American Psychological Association (2009)


Title Page

The Title Page is page 1.

The Running head (the first 50 characters of the title) should be typed flush left in uppercase letters following the words “Running head:” It appears on the line below the short title and page number. Running heads should not exceed 50 characters, including punctuation and spacing.

Paper Title: Uppercase and lowercase letters are used. The title is centered on the page. The recommended length for a title is 10-12 words.

Author: Uppercase and lowercase letters are used; the author’s name is centered on the line following the title.

Affiliation: Uppercase and lowercase letters are used; the affiliation is centered on the line following the author.

See APA sample paper, section 2.1, page 41; section 8.03, page 229; and sections 2.01-2.03, pages 23-25.

Abstract

The abstract, if required, is page 2.

The heading “Abstract” is centered on the first line.

The abstract (not indented) begins on the line following the Abstract heading.

The abstract does not exceed 120 words.

All numbers in the abstract (except those beginning a sentence) are typed as digits rather than words.

The abstract is a brief, comprehensive summary of the contents of the paper. A good abstract is accurate, self-contained, concise, non-evaluative, and coherent.

Body

The body of the paper begins on page 3 (or page 2 if no abstract is required).

The title of the paper (in uppercase and lowercase letters) is centered on the first line below the short title and page number.

The introduction (which is not labeled) begins on the line following the paper title.


Punctuation and Numbering

Use the last serial comma (e.g., in a series, place a comma before “and”).

All numbers 10 and above are expressed in figures (e.g., 15) with the exception of numbers beginning a sentence; these are expressed in words.

All numbers below ten are expressed in words (e.g., four). An exception to this rule is numbers that represent time, dates, ages (4 hours, 3 weeks, 7 years old) and numbers that represent parts of manuscripts (e.g. Part 3, Table 2, pages 4-9).

Quotations and In-text Citations

All material that is not the author’s own and is not common knowledge is cited.

All direct quotations are enclosed in quotation marks and are cited. The citation includes the author(s) last name(s), the year of publication and the page or paragraph number.

Direct quotations of 40 words or less are indicated by quotation marks at the beginning and end of the quotation.

Direct quotations of 40 or more words are in block format (indented 5 spaces from the left margin) and without quotation marks.

In-text citations provide:

author’s last name (sometimes in a signal phrase),

last names for multiple authors of a single document are joined with an ampersand (&)

the year of publication (n.d., for “no date,” is used when the year of publication is not available;

a page number in parentheses for direct quotations and paraphrases. The abbreviation for page is “p.” For electronic sources, include a paragraph number or combine a section description with a paragraph number: (¶7) or (para. 7) or (Conclusions section, ¶ 4).

Example: (Doe, 2006, p.3)(Doe & Smith, 2006, p.3)(Doe, n.d., p.3)(Doe, 2006, para. 7)

Consult APA sections 6.11-6.21, pages 174-179 for formatting in-text citations when there are more than 2 authors, when the author is a company, when no author is credited, etc.


Reference Page

All sources included in the reference section are cited in the body of the paper.

All in-text citations (with the exception of personal communications, which are not retrievable) appear on the reference page.

The heading “References” is centered on the first line.

Reference entries are double spaced, as is the rest of the manuscript.

References (with hanging indent) are arranged alphabetically by the last names of first authors. Entire reference page is double-spaced.

All references include author(s), year of publication, title, and publishing data

All author’s names are inverted and first initials are used rather than first names. e.g.: Jane Doe becomes Doe, J.

The titles and subtitles of books are italicized; only the first word of the title and the subtitle (and all proper nouns) are capitalized. Example:

Doe, J. (2006). The art of writing well: A guide for writing in APA style. Boston:

Great Books Publishing.

The names of periodicals and volume numbers are italicized. The names of periodicals are capitalized as you would capitalize them normally. e.g.:

Doe, J. (2006). The challenge of writing well. Writing Review, (42) 1.

The names of Web pages or the titles of sections are italicized and only the first word of the title and subtitle (and all proper nouns) are capitalized. e.g.:

Doe, J. (2006). Writing well made easy: A writer’s guide. Retrieved April 5,

2006, from http://writing.well.com

When referencing an electronic source, one approach is to give the date it was retrieved and the url (see example above). Another is to give its digital object identifier (doi):

Johnson, B.T., & Eagly, A. H. (1989). Effects of involvement in persuasion: A meta-

analysis. Psychological Bulletin, 106, 290-314. doi: 10.1037/0033-

2909.106.2.290

See References, APA sections 6.22-6.32, pages 180-189. Sample reference list, page 59.


BIBLIOGRAPHY

Books on Grammar, Style, and Writing

Aaron, J. E. (2009). The Little Brown compact handbook, seventh edition. New York, NY: Little Brown.

Hacker, D. (2010). A Writer’s Reference, Seventh Edition. Boston: Bedford St. Martin’s.

O'Conner, P. T. (2009). Woe is I: The grammarphobe's guide to better English in plainEnglish, third edition. New York, NY: Riverhead Books.

Rankin, E. (2001). The work of writing: Insights and strategies for academics and professionals. New York, NY: Jossey-Bass.

Strunk, W. Jr., White, E. B. (2011). Elements of style, updated 2011 edition. NeedhamHeights, MA: Allyn & Bacon.

Williams, J. M., and Colomb, G. (2010). Style: Ten lessons in clarity and grace, TenthEdition. Upper Saddle River, NJ: Pearson Education.

Zinsser, W. (2006). On writing well 30th anniversary edition. New York, NY: Harper Collins.

Books on Research Writing and Style Guidelines

American Psychological Association (2010). Publication manual of the American Psychological Association, Sixth Edition. Washington, DC: American Psychological Association.

Chicago manual of style, 16th edition (2010). Edited by the University of Chicago Press Staff. Chicago, IL: University of Chicago Press.

Lester, J. D. (2011). Writing research papers: A complete guide, 14th edition. New York, NY: Longman.

Perrin, R. (2010). Pocket guide to APA style, third edition. Boston: Houghton Mifflin Co.

Turabian, K. (2007). A manual for writers of research papers, theses, and dissertations, seventh edition. Chicago, IL: University of Chicago Press.

Business Writing and Communications

Alred, G., Brusaw, C., & Oliu, W. (2008). The business writer’s handbook, ninth edition. Boston: Bedford St.Martin’s.

Barrett, D. (2009). Leadership communication. New York, NY: McGraw Hill Irwin.


Hamper, R., & Baugh, L. (2010). Handbook for writing proposals, 2nd Edition. New York, N.Y.:McGraw Hill..

Munter, M. (2012). Guide to managerial communications, ninth edition. Upper Saddle River, NJ: Pearson/Prentice Hall.

On-Line Resources for Writing and Research

APA Documentation (Bedford/St.Martins)http://www.dianahacker.com/resdoc/social_sciences/sample.htmlA resource for APA style and documentation

Bartleby.comhttp://www.bartleby.com/A clearinghouse of reference resources (dictionaries, encyclopedias, quotations, thesauri, usage guides).

Dictionary.Comhttp://dictionary.reference.com/An online resource for many reference guides.

Google Scholarhttp://scholar.google.comYou can configure Google Scholar to search the JHU Library and import citations into RefWorks. Note that Google Scholar’s ability to search is limited. In cannot access all library holdings and the order of sources retrieved is determined by popularity, and not by relevance or quality.

Hacker, Diana (2010). Research and Documentation. http://bcs.bedfordstmartins.com/resdoc5e/

JHU Library Information for Graduate Studentshttp://www.library.jhu.edu/infofor/grads.htmlGeneral Information, resources and how to get help.

Online Writing Lab at Purduehttp://owl.english.purdue.edu/Purdue's online writing lab (OWL) contains over 500 pages of handouts, tutorials,and workshops as well as hundreds of links to other writing resources across theWeb.

RefWorkshttp://www.library.jhu.edu/researchhelp/general/citing/refworks.htmlRefWorks is a web-based bibliographic management service that allows you tocreate your own personal database of references.

Crisis Communication

http://www.library.jhu.edu/researchhelp/general/citing/refworks.html

http://owl.english.purdue.edu/

http://www.library.jhu.edu/infofor/grads.html

http://bcs.bedfordstmartins.com/resdoc5e/

http://scholar.google.com/

http://dictionary.reference.com/

http://www.bartleby.com/

http://www.dianahacker.com/resdoc/social_sciences/sample.html


Anthonissen, P. F., Editor (2008). Crisis communication: Practical PR strategies for reputation management and company survival. Philadelphia, PA: Kogan Page.

Barton, L. (1993) Crisis in organizations. O’Rourke, J. (2012). Cincinatti, OH: South-Western.

Biswis, T. (1997). Decision making under uncertainty. New York: St. Martins.

Fearn-Banks, K (1996). Crisis communication theory and ten businesses hit by news-making crises. In G. Amin and S. Fullerton (Eds.), Gobal business trends: Contemporary readings (pp. 847-851). Cumberland. MD. Academy of Business Administration.

Fearn-Banks, K. (2011). Crisis communications: A casebooks approach, 4th edition. New York, NY:Routledge.

Hearit, K.M. (2001). Corporate apologia: When the organization speaks in defense of itself.In R. L. Heath (Ed.), Handbook of public relations (pp. 501-512). Thousand Oaks, CA: Sage.

Kotcher, R.L. (1999). Surviving a crisis in cyberspace. The Best of Practice, pp. 81-83.

Lehane, C., Fabiani, M., & Guttentag, B. (2012). Masters of disaster: The ten commandments ofdamage control. New York, NY: Palgrave MacMillan.

O’Rourke, J. (2012). Management communication: A case-analysis approach, 5th Edition. Upper Saddle River, NJ: Prentice Hall. Chapter 2.

Ritter, B., & Ritter, J. (2006, December). Crisis communication: Taking center stage with confidence. Government Finance Review.

Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2011). Effective crisis communication: Moving from crisis to opportunity, 2nd edition. Thousand Oaks, CA: Sage.

Weiner, D. (2006, March/April). Crisis communications: Managing corporate reputation in the court of public opinion. Ivey Business Journal.

Cross Cultural Communication

Abe, H., & Wiseman, R. (1983). A cross-cultural confirmation of the dimensions of intercultural effectiveness. International Journal of Intercultural Relations 53-67.

Adler, N. (1991). International dimensions of organizational behavior, 6th edition. Belmont, CA: Wadsworth.

Adler, R. B., Proctor, R. F., and Towne, N. (2005). Looking out, looking in, 11th Edition. Belmont, CA: Thomson Wadsworth.

Arias, J. T. G. (1998). A relationship marketing approach to gaunxi. European Journal of Marketing 32 (1/2): 145-56.


Chhokar, J.S., Brodbeck, F. C., and House, R. J. (2012). Culture and leadership, across the world: The Globe book of in-depth studies of 25 societies. Leas Organization and Management Series. Mahwah, NJ: Lawrence Arlbaum Associates. [Kindle edition]

Cui, G., & Awa, N.E. (1992). Measuring intercultural effectiveness: An integrative approach. International Journal of Intercultural Relations 16: 311-28.

Hall, E. (1981). Beyond culture. Garden City, NY: Doubleday.

Hall, E. (1990). Understanding cultural differences. Yarmouth, ME: Intercultural Press.

Hofstede, G. H. (1991) Cultures and organizations: Software of the Mind. New York:McGraw-Hill.

Hofstede, G. H. (1980, summer). Motivation, leadership, and organizations: Do American theories apply abroad? Organizational Dynamics, 42-63.

Javidan, V., & House, R. J. (2001). Cultural Acumen for the global manager: Lessonsfrom Project Globe. Organizational Dynamics 29(4): 289-305.

Kluckhohn, F., and Strodtbeck, F. (1961). Variations in value orientations. Evanston, Il:Row, Peterson.

Lewis, R. D. (2006). When cultures collide: Leading across cultures, 3rd Edition. Boston, MA: Nicolas Brealey Publishing.

Marquardt, M.J., & Horvath, L. (2001). Global teams: How top multinationals spanboundaries and cultures with high-speed teamwork. Palo Alto, CA: Davies-Black.

Matveev, A. A., & Nelson, P. E. (2004, August). Cross-cultural communication:Competence and multicultural team performance: Perceptions of American andRussian managers. International Journal of Cross Cultural Management: CCM, 4/2, 253-81.

Matveev, A. N. (2001). The perception of intercultural communication competence by American and Russian managers with experience on multicultural teams. Dissertation, Ohio University. Ann Arbor, MI: UMI Dissertation Services.

Matveev, A. N., Rao, N., & Milter, R. G. (2001, November). Developing a scale to measure intercultural communication competence: A pilot study in multicultural organizations. Paper submitted to the International and Intercultural Communication Division of the National Communication Association, Atlanta.

Munter, M. (1993, May-June). Cross-cultural communications for managers. Business Horizons, 69-78.

Ordonez de Pablos, P. (2005) Western and Eastern views on social networks. The Learning Organization 12/5: 436-56.


Reynolds, S., & Valentine, D. (2011). Guide to cross-cultural communication, 2nd edition. Upper Saddle River, N.J.: Pearson/ Prentice Hall.

Samovar, L. A., and Porter, R. E. (2010). Communication between cultures, 7th Edition. Toronto,Canada: Thomson/Wadsworth.

Trompenaars, F., & Hampden Turner, C. (1998). Riding the waves of culture: Under-standing cultural diversity in global business. New York: McGraw Hill.

Victor, D. (1991). International business communication. New York, NY: HarperCollins.

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